The use of reflective writing as a tool to improve students’ writing and critical thinking skill: a study case in the sixth semester students of English Education Department at State Islamic University of Sunan Gunung Djati Bandung

Sani, Siti Mutiara (2017) The use of reflective writing as a tool to improve students’ writing and critical thinking skill: a study case in the sixth semester students of English Education Department at State Islamic University of Sunan Gunung Djati Bandung. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

In this era, students are the ones who actively collect and process the ideas in order to gain meaningful learning. Students could afford meaningful learning when they engage with apply in real life situation and they could evaluate it. Reflective writing (RW) is suggested as a tool to connect the theory and the practice because it guides students to make reflection. In addition, teacher could use reflective writing to practice students‟ general writing skill. Furthermore, reflective writing is designed to stimulate students‟ thinking in approaching life. The research aims to describe and analyze the students writing skill and critical thinking by making reflective writing. Specifically,this research is conducted to find out: (1). Whether or not Reflective Writing could improve students in writing skill.(2). Whether or not Critical Thinking Disposition (CTD) emerges in Reflective Writing. (3). Participants response to Reflective Writing. This research is conducted in qualitative, particularly in a case study. The three participants are selected purposively by considering the result from the first draft of reflective writing. The instruments to collect the data are document analysis and interview. The result shows that all participants improve skill in general writing. The participants improve in general aspect of writing such as content, organization, grammar, vocabulary, and mechanics. In making reflection, two participants improve the level of reflection that is from non-reflection become in the understanding level and in the reflection level or the third level. However, a participant is in the same level of reflection that is still in level of non-reflection. The Critical Thinking Dispositions (CTD) that emerge in this research are Open-Mindedness, Inquisitiveness, Systematicity, and Analyticity. In addition, the participants present a positive response to reflective writing because RW helps in self-evaluation and self- awareness.

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